St Anne’s Catholic Academy


Name St Anne’s Catholic Academy
Website http://www.stannesnuneaton.co.uk/
Inspections
Ofsted Inspections
Address Camp Hill Drive, Nuneaton, CV10 0JX
Phone Number 02476392877
Type Academy
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 221 (47.1% boys 52.9% girls)
Number of Pupils per Teacher 18.3
Academy Sponsor The Holy Spirit Catholic Multi Academy Company
Local Authority Warwickshire
Percentage Free School Meals 36.8%
Percentage English is Not First Language 22.6%
Persistent Absence 7.6%
Pupils with SEN Support 15.4%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

St Anne's Catholic Primary School is smaller than the average-sized primary school. The proportion of disadvantaged pupils is above the national average.

The proportion of pupils from minority ethnic groups is below that in most schools. The proportion of pupils who have SEN and/or disabilities is above the national average. There is one class in each year group.

The school does not meet the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics for pupils in Year 6. The school runs a breakfast club for its pupils. The school is part of the Holy Spirit Catholic Multi-Academy Company Trust.

The local academy committee oversees the academy's work. The school opened as an academy on 1 March 2015. When its predecessor school, St Anne's Catholic Primary School, was last inspected by Ofsted in February 2014, it was judged to require improvement.

The previous headteacher left the school in February 2017. An acting headteacher was in post for a period of several months until July 2017. The head of school took up her post in September 2017.

The executive principal has overseen the work of the school since October 2017. The local academy committee took over from the previous board of governors in September 2017. It comprises an established group of members who already oversee the work of another school within the multi-academy company.

There has been a considerable change in the teaching staff during the past year. The very large majority of teachers took up their posts in September 2017.

Summary of key findings for parents and pupils

This is a school that requires improvement Over time, pupils' outcomes have been too low.

Although pupils are now starting to make better progress, their attainment is still not good. Leadership over time has not been effective in improving teaching. Leaders have an over-optimistic view of the school's current effectiveness.

They have not yet fully implemented plans for action to improve outcomes for disadvantaged pupils. Teachers' expectations of what pupils can achieve are not all high enough, especially for the most able pupils. Teachers do not use questioning well enough to require pupils to think deeply.

Children in the early years provision do not make enough progress. Leadership is not well established. Teachers do not place enough emphasis on the development of children's communication skills.

The outdoor area does not effectively promote children's learning. Leadership of provision for pupils who have special educational needs (SEN) and/or disabilities is not sufficiently effective in ensuring that interventions are accurately matched to their needs. The teaching of reading is not yet good enough to ensure that pupils develop a secure understanding of phonics and to engage pupils' interest in reading.

Opportunities for pupils to apply their developing mathematical knowledge in problem solving using reasoning are not well established. Teachers do not provide pupils with enough opportunities to accurately apply their knowledge of spelling, punctuation and grammar in longer, independent pieces of writing. The school has the following strengths The head of school and executive principal, together with the local academy committee, have high aspirations for the pupils and are now quickly addressing former weaknesses.

Systems to ensure that pupils are safe and well protected are secure and effective. Pupils' behaviour is now good due to the raised expectations from leaders. Pupils appreciate the changes that are taking place.